Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability.
Executive Function Mediates the Relations between Parental Behaviors and Children's Early Academic Ability.
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DOI：
10.3389/fpsyg.2016.01902
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发表时间：
2016
影响因子：
3.8
通讯作者：
Hughes C
中科院分区：
文献类型：
--
作者：
Devine RT;Bignardi G;Hughes C
在过去的十年里，人们越来越关注父母对儿童执行功能个体差异的影响，以及儿童执行功能差异的学术后果。这项纵向研究的主要目的是检验儿童的EF是否介导了父母行为的三个不同方面（即父母脚手架、消极的亲子互动和提供非正式学习机会）和儿童的学术能力（通过读写和计算技能的标准测试来衡量）之间的关系。117对父女二人组（男60对）在两个时间点（时间1时M年龄= 3.94岁，SD = 0.53；时间2时M年龄= 5.11岁，SD = 0.54）采集数据。在这两个时间点，孩子们完成了一系列旨在测量一般认知能力（如非语言推理）和EF（如抑制、认知灵活性、工作记忆）的任务。我们的模型显示，儿童的EF（而不是一般认知能力）在父母脚手架和消极亲子互动与儿童早期学术能力之间的关系中起中介作用。相比之下，父母在家庭环境中提供的学习机会与儿童的学业能力直接相关。这些结果表明，父母的脚手架和消极的亲子互动通过塑造儿童的新兴英语来影响儿童的学习能力。
The past decade has witnessed a growth of interest in parental influences on individual differences in children's executive function (EF) on the one hand and in the academic consequences of variation in children's EF on the other hand. The primary aim of this longitudinal study was to examine whether children's EF mediated the relation between three distinct aspects of parental behavior (i.e., parental scaffolding, negative parent-child interactions, and the provision of informal learning opportunities) and children's academic ability (as measured by standard tests of literacy and numeracy skills). Data were collected from 117 parent-child dyads (60 boys) at two time points ~1 year apart (M Age at Time 1 = 3.94 years, SD = 0.53; M Age at Time 2 = 5.11 years, SD = 0.54). At both time points children completed a battery of tasks designed to measure general cognitive ability (e.g., non-verbal reasoning) and EF (e.g., inhibition, cognitive flexibility, working memory). Our models revealed that children's EF (but not general cognitive ability) mediated the relations between parental scaffolding and negative parent-child interactions and children's early academic ability. In contrast, parental provision of opportunities for learning in the home environment was directly related to children's academic abilities. These results suggest that parental scaffolding and negative parent-child interactions influence children's academic ability by shaping children's emerging EF.
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影响因子：
4.6
作者：
Blair C;Granger DA;Willoughby M;Mills-Koonce R;Cox M;Greenberg MT;Kivlighan KT;Fortunato CK;FLP Investigators
通讯作者：
FLP Investigators
影响因子：
3.3
作者：
Bakermans-Kranenburg, Marian J.;van Ijzendoorn, Marinus H.
通讯作者：
van Ijzendoorn, Marinus H.
影响因子：
4.6
作者：
Bernier, Annie;Carlson, Stephanie M.;Whipple, Natasha
通讯作者：
Whipple, Natasha
影响因子：
1.7
作者：
Dale, Philip S.;Tosto, Maria Grazia;Plomin, Robert
通讯作者：
Plomin, Robert
DOI：
10.1111/j.2044-835x.1997.tb00524.x
发表时间：
1997-09-01
影响因子：
2.3
作者：
Conner, DB;Knight, DK;Cross, DR
通讯作者：
Cross, DR